Effective use of the Pupil Premium to close the attainment gap James Richardson Senior Analyst,...
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Transcript of Effective use of the Pupil Premium to close the attainment gap James Richardson Senior Analyst,...
Effective use of the Pupil Premium to close the attainment gap
James Richardson Senior Analyst, Education Endowment Foundation
27th June 2014
[email protected] www.educationendowmentfoundation.org.uk
@EducEndowFoundn
Who we are
The Education Endowment Foundation is an independent grant-making charity dedicated to breaking the link between family income and educational achievement.
The EEF was founded in 2011 by lead charity The Sutton Trust, in partnership with Impetus Trust (now part of Impetus–The Private Equity Foundation)...
… with a £125m grant from the Department for Education
Together, the EEF and Sutton Trust are the government-designated ‘What Works’ centre for improving education outcomes for school-aged children.
The problem…
1.4 million: the number of children aged 4-15 eligible for free school meals (FSM) in this country
22 months: the age at which the attainment gap between children from rich and poor backgrounds is detectable
75,000: the approximate number of pupils who do not reach Level 4 in English aged 11 every year
63%: the proportion of FSM children who did not achieve 5 good GCSEs, incl. English and Maths, last year.
The EEF approach
Summarise the existing evidence
Make grants
Evaluate projects
Share and promote
the use of evidence
Teaching and Learning Toolkit
• The Toolkit is an accessible, teacher-friendly summary of educational research. ‘Which?’ for education
• Practice focused: tries to give schools the information they need to make informed decisions and narrow the gap.
• Based on meta-analyses conducted by Durham University.
Overview of value for money
Cost per pupil
Effe
ct S
ize
(mon
ths
gain
)
£00
10
£1000
Feedback
Meta-cognitive
Peer tutoring Pre-school
1-1 tutoringHomeworkICTOutdoor
learning
Parental involvement
Sports
Summer schools
After school
Individualised learning
Learning styles
ArtsPerformance
pay
Teaching assistants
Smaller classes
Ability grouping
Promising
May be worth it
Requires careful consideration
Phonics
Independent learning
Focusing on transition
In 2012, the EEF funded 24 transition studies with a £10m dedicated grant from the DfE:
• We asked schools to bring the best of their literacy transition work for evaluation and testing
• Funded programmes included commercial products, school-grown solutions, in and out of school activities
1 in 10 secondary
schools
17,000
pupils involved
Switch On Reading
• One to one programme delivered by teaching assistants over a 10 week period
• Delivered to Year 7 students who did not achieve Level 4 at KS2
Group Number of pupils
Effect size*Estimated months’ progress
All pupils 308 +0.24 +3
Lower attainers
156 +0.39 +5
FSM-eligible 98 +0.36 +4
SEN reported 225 +0.31 +4
Lessons from transition studies
Reading comprehension approaches appear to be
more effective than phonics or oral language approaches for older, low
attaining readers.
Children who have not succeeded using phonics previously may benefit from approaches which
place a greater emphasis on meaning and context.
The best interventions evaluated so far
demonstrate +4 months of progress with an
attainment gap that is 16 months wide.
Summer schools can improve reading ability but their effectiveness will be limited by the
quality of teaching which takes place.
One to one and small group tuition is widely
used.
What is being taught, by whom and with what
resources?
Diagnostic assessment is critical.
Comprehension, word recognition,
vocabulary knowledge require different
interventions
Effective classroom strategies for closing the
gap in educational achievement for
children and young people from poor
backgrounds, including white working class
boys
“The three approaches that showed the most benefit for a relatively low investment are what the report calls the ‘proven classroom approaches’ of providing effective feedback on pupils’ performance, encouraging pupils to think about their own learning strategies, and getting pupils to learn from each other.”
Lessons from C4EO
Review
The quality of teaching matters most – e.g. ‘phonics’ not enough, pedagogy is crucial.
Developing evidence-based teaching methods
makes the biggest difference. e.g. co-operative learning,
thinking and learning skills, formative
assessment
Applying new strategies is
difficult. It requires extensive
professional development
Changing the curriculum or the mode of delivery (ICT) does not produce large gains
Emerging synthesis of evidence
1. Improving classroom teaching in specific techniques is the most promising strategy
2. The professional development required is intensive, structured and specific. Its impact should be continually evaluated.
3. Specific evidence-based interventions can have merit but must be implemented effectively
4. Small group and 1:1 tuition can have an impact when it involves well-trained staff in specific techniques and interventions.
www.educationendowmentfoundation.org.uk